This survey tends to understand the contributions of the Escolas Família Agrícola (EFAs) from Goiás, Orizona and Uirapuru municipality to the strengthening of the countryside agriculture. The construction of EFAs in Goiás territory started in 90 s in
Goiás municipality. This way, these experiences in the Alternance Pedagogy are being made by the Centros Familiares de Formação por Alternância (CEFFAs), the EFAs and the Casas Familiares Rurais (CFRs) that working th e four pillars of the
Altenance Pedagogy. So, the EFAs was thought to attend specifically the youngs of the country and to search alternatives before the difficulties that the countryside
farmers face it out about of knowledgement of agricultural techniqu es. The Professional background of the Alternative Pedagogy has gotten to the country youngs the development of new agricultural and cattle -breeding practices to have in
view increasing the earn and to stay in the country. This survey has the comprehension that only the school can t solve social and techniques problems and it s necessary to invite another intutitions to reach common actions in the political and
pedagogy camp. The survey also showed that EFAs facing a lot of of challenge against impositions of educational politics...

This work presents an analyze of the expansion of private higher education with profit ends in the context of educational politics in Brazil and also the process of expansion of the pedagogy course in national, regional and local scope. The research objects are the pedagogy course of private sector with profit ends in the city of Goiânia and a comparative study of the pedagogy course from two institutions: Catholic University of Goiás and Faculdades Alves Faria. The study is done through documental research (oral and written sources) in a broader sense, with the perspective of social and historical context, analyzing its macrostructure and respecting its historical particularities and specificities. The research shows the way private higher education with profit ends, that offers pedagogy course in a context of expansion, organizes itself to take part of the competitive market of education in Goiania. The analyses identifies a process of expansion in the higher education sector, especially in the late nineties, with the establishment of new institutions and pedagogy course as well as increase of vacancies. The flux and reflux phenomenon emerges as a response to this expansion boom, which changes the competitive logic of the market. This phenomenon is observed through the number of vacancies...

The fetish of the pedagogy of competence in professional education derives from a research line in Education, Labor, and Social Movements of the College of Education of
the Graduate Program in Education of the Federal University of Goiás. In this work we investigate the curriculum of two institutions in professional education from the point of
view of the pedagogy of competence, aiming at the understanding and identification of their constitutive elements. The approach was based on the review and analysis of literature and official documents, as well as the institutions under consideration. We analyzed the pedagogical proposal adopted by these institutions in terms of the technical courses they offer by the study of course plans and interviews with coordinators, instructors and students. We could observe an intimate connection between professional
education and the immediate need of the market. This research demonstrates that the idea of pedagogy of competence is constructed from parameters that come from the philosophy of pragmatism, which, in turn, favors subjects related to production practice in detriment to the political and social characters of labor. By moving its teaching ethodology in a pragmatic way to a mere utilitarianism...

This research enclosed the inquiry field of the education superior and tied with the line educational culture and processes, treating, specifically, on the reorganization in the Pedagogy course from Education College of the University Federal of Goiás (FE/UFG), in the period between 1984 and 2004. The study evidences the tensions, conflicts which occurred in the period in epigraph, they were fruit of the explosion of forces articulated, grew and transformed. It examines the disputes between the different theoretical fields represented there by the several fields of knowledgement in relation to the reorganizational process of the Pedagogy course, as well as of the formation projects that these disputes expressed. The methodological procedures have been adopted the documentary analysis, bibliographical revision of authors who have turned on the subjects related to the object of study and participation in syndical movements and meetings of deliberative bodies or evaluation in the scope of the UFG. The inquiry had as starting point the analysis of the educational system of the Brazilian State in the period after-1964, a time that influenced directly the decisions that organized the Pedagogy course in the Education College. The research identifies the importance of the FE/UFG as historical landmark of the reorganization of the Pedagogy course in Brazil in the period of redemocratization of Country. It analyzes the theoretical shock and the each agreement on the Education College that occurred between professors Ildeu Moreira Coêlho and Jose Carlos Libâneo...

At a time when scientific literacy is recognised as essential for participatory Australian citizenship, science education has struggled to find a pedagogy that engages educationally marginalised students while at the same time assisting them to them becoming scientifically literate. The study reported here, titled Scaffolding science: a pedagogy for marginalised students, investigates an alternative pedagogic paradigm, scaffolding pedagogy, based on socio-cultural, language-focused principles. It draws on three complementary theories: Vygotsky’s sociocultural activity theory, Halliday’s systemic functional linguistics, and Bernstein’s theory of pedagogic discourse. The methodology is a classroom discourse analysis of a series of lessons around energy transformation with 7-8 year-old students in a suburban disadvantaged early primary classroom. Its focus is two-fold: firstly it provides a pre- and post-topic analysis of the oral and written performance of a number of case study students to ascertain changes in their language use. Secondly, it provides a discourse analysis of classroom interactions in the seven lessons in the topic. It identifies the changing nature of teacher scaffolding techniques across time as students gradually appropriate scientific language...

Thesis (Ph.D.) - Indiana University, Education, 2015; Due to narrowly defined quality measures, teacher preparation in Montessori, Waldorf, Reggio and LifeWays pedagogies is not recognized in many state ECE professional development systems. The problem is compounded by Quality Rating and Improvement System’s child care program ratings, which rely on teacher qualifications as a component of program ratings. Limitations, due to philosophical dissimilarities pertaining to the spirit of the child, ill-fitting measurements of quality, and policy exclusion make it difficult for alternative pedagogy communities to meet qualifications or to obtain scores that count. This is exacerbated by narrow definitions regarding national versus regional accreditation in teacher preparation programs.Using a transformative, mixed-methods approach, this study asks, “What is the role and relevance of alternative pedagogy teacher preparation to the professional development system, and where does it fit in the current policy landscape nationwide?” As a follow up question, the study seeks to answer, “What is the process for change?” Through the use of surveys, interviews, and a cultural context model, a way forward is mapped. Registry policy makers in 28 states and 46 teacher preparation directors...

The thesis addresses these questions: Can the actor’s pedagogy contribute to the scientific investigation of human cognitive processes? If yes, how? The dissertation affirmatively stated that the actor’s pedagogy could bring an important scientific contribution to studies in human cognition, given that theatre research grounded on pedagogy, as opposed to a training which is merely functional to acquiring specific acting skills, originated and continued to be strongly characterized by a scientific investigation of action, which cognitive neuroscience recognizes as the fulcrum of human knowing. Thus the actor’s pedagogy could contribute to scientific research into human cognition already at a fundamental theoretical level, which is basic to all research, in addition to lending instances of actor training to the analytic instruments of cognitive science. For the scientific exchange between the performer’s pedagogy and cognitive neuroscience to reach its full potential, therefore, important epistemological questions had to be addressed. The dissertation thus produced strong arguments against the still widespread dichotomy between art and science, and identified general complexity theory as a common epistemological ground upon which the performer’s pedagogy and cognitive neuroscience may dialogue to enhance the research into the essential relationship between knowledge and action.

The purpose of this thesis is to generate new ways of understanding and imagining what it means to educate for and from a critical consciousness (Freire, 1974). My research is focused on my experience of trying to put critical pedagogy theory into practice in the context of teaching a grade 11/12 high school class. In contrast to oppressive pedagogies that functioned to “prepare students for dominant or subordinate positions in the existing society” (McLaren, 1994, p. 191), as a critical pedagogue, I was guided by the goal of liberating the students in my class by raising their consciousness. However, when I attempted to put critical pedagogy into practice, I soon found myself reproducing an oppressive, transmission-style pedagogy. If the goal of critical pedagogy was to emancipate students by providing them with a transformative educational experience, why did I continue to view myself and my students in ways that were oppressive and paternalistic? Critiques of critical pedagogy (Ellsworth, 1989; Gore, 1993) offer important insight into this question. Yet, a limited amount of research had been performed into how dominant cultural myths about teaching (Britzman...

The purpose of this thesis is to explore the possibilities in reinventing Freirean critical pedagogy in the context of Indian formal education, and to examine the tensions and limitations that emerge and that would need to be addressed in such an attempt. It argues that Brazilian educator Paulo Freire's model of critical pedagogy can offer useful ideas and possibilities for change in the formal education system in India that is currently suppressing critical education and thereby perpetuating inequality and oppression. However, inasmuch as current educational practice in India is embedded in a cultural worldview that is different from the cultural worldview which shaped Freire's thinking, his theory will have to be contextualized, in keeping with the ideals of humanization, epistemology, liberation, ontology and pedagogy that are valued in Indian society, in order to be reinvented successfully in the Indian context.
To this end, the thesis will present a comparative study of Freirean critical pedagogy and the Indian culture of pedagogy in order to explore the following questions: What are some of the possibilities that a Freirean perspective can offer for a critique of the Indian culture of pedagogy? What are some of the possibilities that an Indian perspective can offer for a critique of the cultural specificities of Freire's worldview? What are some of the tensions between the two worldviews that would need to be addressed in order to successfully reinvent critical pedagogy in the context of Indian education...

Some characterizations describe social pedagogy as a broad, complex, ambiguous and problematic concept that applies to very different things. This is due to the simplicity of the tools used to approach such a complex area. A change of perspective to interpret social pedagogy as a hybrid and complex subject may transform the alleged deficiencies into strengths and promise. This paper provides elements that enable such a change. To this end, some misunderstandings regarding social pedagogy are presented. These misunderstandings are scenarios and factors that have contributed (1) to the generation of inaccuracies and confusions about what social pedagogy is, could, or should do, and (2) to the projection of an inconsistent and poorly defined image of social pedagogy, i.e. a discipline without method and an ineffective and inefficient practice for solving social problems. The social pedagogy that emerges from the six misunderstandings (cognitive, policy-related, scientist, action-related, normative and social) is complex. From the new perspective, it is more of a hybrid subject (a concept, a discipline and a practice) that is complex, open, dynamic and ever changing

The article deals with the set of problems of curriculum policies and orientations for the Pedagogy Course considering the Brazilian socioeducational context and the debate on the subject. It focalizes, particularly, the polemics concerning the Project of Resolution from the National Council of Education – CNE (2005), which establishes the policies for the curriculum of the Pedagogy course, comparing the different conceptions of pedagogy and teaching which set the bounds for the profile of this course. Based on the conceptual and theoretical formulations from scholars on the topic and the contributions from the National Association for the Formation of Professionals in Education – Anfope, the article demonstrates that the adoption of a single curriculum structure for the Pedagogy course (license and bachelor degrees), that surpasses the fragmented logic expressed especially by the dichotomy between conception/execution of the educational act and teacher’s action is possible. It indicates that the institutional difficulty to materialize a curriculum for the Pedagogy Course which considers the complexity of its paradigm consists more i n institutional internal questions than in the epistemological impossibility to accomplish such a curricular structure. ; O artigo aborda a problemática das diretrizes e orientações curriculares do curso de pedagogia...